| Self Transformation
: The First Step |
| Self-transformation appears a random process because
we are unaware of the 'Prarabdha', nor can we rationalize the
different! diverse learning opportunities people get in life.
Some get an early start in life; others face a handicap of upbringing.
Some begin life with a 'sliver spoon' in their mouth, others
with a 'wooden ladle'. Brooding over the inexplicable will not
do. Wherever we stand, a beginning can be made. It is never
too late to begin. What is crucial to understand is that there
is a 'well-tested' methodology working towards Self Transformation.
Uniqueness of the process of Self Transformation requires that
the mind be strengthened to take control of the senses; at the
same time, the mind has to submit to the commands of the Inner
Conscience. In other words, the mind is an object as well as
a subject of transformation. It has to be persuaded to 'change'
itself. This requires, therefore, a new methodology at variance
with the 'scientific method'. |
| <back |
| Methodology |
| Self- Transformation is a personal experience.
While it can be expressed in words, words are mere sounds to
others that have had no self-experience. Such words only provide
information, but do not lead to transformation. Moreover, words
can be interpreted in several different ways. The courses developed
by our Institute have profound influence on the participants
and the process of Self-Transformation commences during the
course itself and continues throughout the lifetime of the true
participant. Transformation takes place
by sequential stages; you cannot skip a stage. Each one will
build on the previous one. The duration of this preparation
may vary from person to person. |
| <back |
| A School Model For Self-Transformation |
A school can serve
as a role model if and only if the key criteria are satisfied.
Some of these can be listed as under: |
| a)
The school must be situated in an ambiance of greenery, with
closeness to hills and water body. Vast areas should be available
for trees to grow, birds and small animals to roam about, for
children to play and contemplate. Almost every Sathya Sai School
abroad and some of the best schools in the world have such a
natural environment.
b) The school should be residential
for all students and their teachers. The direct, prolonged
contact between the teacher and students goes a long way in
promotion of the values practised by the teachers. Distraction
of the outside world by way of movies, television, newspapers
and telephone has to be controlled to the minimum. Moreover,
the habits of 'early to bed and early to rise' , group prayers
and meditation in Brahma Muhurta, are possible only in a residential
school. It is also possible in a residential school to spread
the school schedule over the entire day in such a manner as
to promote the leisurely absorption of the school culture
and the teachings.
There should be a great emphasis on student initiative.
Swimming, trekking, rock and mountain climbing promote Courage,
Adventure etc.
c) The teacher has to be carefully
selected so that he/ she is able to play the role of an ideal
committed and devoted teacher. The twin principles of Love
and Law have to be judiciously integrated in any activity
in the school. The teacher is essentially a learner for life;
and this should be amply evident in his behaviour. Not mere
presence but active participation of the teacher in school
Assembly and co-curricular activities is essential to give
a lead and set an example.
d) The teacher should have a
good understanding of child psychology and development. It
is now well recognised that there are many dimensions of development
intelligence, emotional, moral, etc. They do not all proceed
at the same pace; in fact, each domain tends to be largely
independent of the others. They are shaped differently by
variable inputs from environment and heredity (nature and
nurture); social and moral developments are influenced more
by environment than heredity. A healthy and creative ambiance
of the school is a very critical factor in the Educare Programme.
e) Students should have a role
to play in Hostels and school Assembly, classroom cleanliness
and display, library management, etc. Younger students will
love to take care of small plants and feed the birds. Older
students can be involved in community service activities -visits
to Homes of the disabled, adult literacy programmes, disaster
relief work, etc.
f) The curriculum has to be
an integration of secular knowledge & skills, along with
the practices of spiritual discipline. Each activity, each
academic subject, gains as well as contributes through the
synergy principle. It is therefore important that the teachers
have a wide range of interests, that they are not 'subject
specialists' merely knowing 'more and more about less and
less.' |
| <back |
| |
| |
| |
|
|
| Sathya Sai Baba Quotes: |
|
| |
|
